Presuming Competence, Belonging, and the Promise of Inclusion: The US Experience

Autor/in	Biklen, Douglas
Titel	Presuming Competence, Belonging, and the Promise of Inclusion: The US Experience
Quelle	In: Prospects: Quarterly Review of Comparative Education, 49 (2020) 3-4, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09510-0
Schlagwörter	Competence; Sense of Community; Inclusion; Educational Policy; Educational Principles; Educational Change; Student Experience; Children + Suchen Sie Ihr Suchwort? Kompetenz; Inklusion; Politics of education; Bildungspolitik; Bildungsprinzip; Bildungsreform; Studienerfahrung; Child; Kind; Kinder
Abstract	This article examines the US experience with school inclusion, highlighting effective policies, practices, and school reform efforts. Specifically, it reveals how a case-by-case assessment of whether a child can be included works against the goal of full inclusion. Despite this policy limitation, inclusion is moving forward, especially when guided by the principles of presuming competence, belonging, and full citizenship, and informed by the experiences of students who have grown up within the change movement. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01